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IV.

The necessity of new programs


In the XXIst century, Europe, formed from independent state members, confronts itself with knowledge
and competence promotion of its citizens and the national education systems that produces them, in a
way in which to create the necessary synergies without eliminating the national competence in regard
to the educational policy. Experience and actual situation proves the fact that there is a need for
implementing European structured programs, not national ones.

United European state members and the European Commission agreed that the diversity of the
traditional education systems is an essential element that must not be abandoned. On the other hand,
The European Community is forced to launch initiatives that involves all state members, because each
country in particular or groups of countries cant do this thing just by their own agreement.

Taking in account the extremely alert technology development that has as a result the fact that science
and human competence are more and more rapidly surpassed, the vocational training and instruction
during the lifetime must represent a continuous task. The European Commission arguments to this are
as follows:
Reasons for change:
The technology information and telecommunication progress has lit the spark to a new industrial
revolution. Switching to an information based society requires a constant adaptation of the
qualifications to the new technologies and work methods;
The exchange of capital, goods and services has rapidly increased worldwide. Industry globalization
means a bigger competition regarding the working places and the qualifications that these require.
The acceleration of scientific exchange is seen by a increasingly large number of people not as a
progress, but as a threat. The European citizens will have the chance to understand, benefit and profit
from the changes and progressions that are currently made in science and technology.

European Commission conclusions:
the classical model of training, employment and retirement is overrated;
knowledge and skills must be constantly renewed in any life stage;
modern progress in the field of communication technology and information must be used in a
productive way in the general teaching and educational systems;

Challenges in the XXIst century:
all European citizens should have access to general and vocational education during their entire life;
the number of opportunities for receiving an education should be higher;
the knowledge received by vocational training and by professional experience should be better
appreciated;
quality assurance and certification become more and more important;
learning in groups, cooperation and exchange with others should be promoted;

One of the most important documents from the educational and teaching field from the past years is
the Whity Book Teaching and learning towards the learning society. This document defines the
objectives of education and training that should be done by the state members in cooperation with the
Commission:
knowledge of new things should be promoted;
there should be a tighter relationship between schools and enterprises;
social marginalization should be prevented;
material investments and those specific to education should receive an equal treatment.
The European Commission announced repeatedly that they fully respect the subsidiary principle in the
educational and vocational education fields. This way the state member must mobilize their educational
systems so they might satisfy the social and work requirements of the XXIst century.

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